Children's literature is surveyed, beginning with Victorian authors and concentrating on twentieth century children's books written in the United States. The argument is made that the "problem novel," now so popular in the United States, does not extend the reader's experience, and that it is driving out finer kinds of children's books. (PP)

Discusses strategies that school librarians can use to help encourage reluctant readers, particularly in secondary schools. Highlights include book sharing, a more informal version of a book talk; helping students select appropriate titles that interest them; and an annotated bibliography of 35 sources of young adult titles. (LRW)

Offers eight short essays written by English teachers recommending nonfiction books that they use successfully in their high-school classrooms to grab students' interest, to provoke lively discussions, and to offer refreshing models for student writing. (SR)

The history of series books is traced from their appearance during the Civil War to the present time, along with published comments from librarians about the suitability of these stories for children. A recent sampling of opinion from youngsters about their interest in series books is compared with some responses from librarians. (AEF)

Argues, from the author's experience and with supporting quotes from many teenagers, that modern retellings of classic fairy tales can be very popular with teenage readers. Discusses numerous such stories, and offers an extensive list of retold fairy tales, organized into: Cinderella stories, Beauty and the Beast stories, Sleeping Beauty stories,…

Presents annotations of 13 young adult books available in Spanish on popular topics that will appeal to adolescents with different needs and aspirations. Includes fiction, social science, myths and folklore, science, history, and recreation books. (SG)

A study examined how students developed as readers from their own point of view. Reader autobiographies and questionnaires were collected from 272 advanced, general, and basic level 12th-grade high school students from a variety of high schools in the state of Georgia. In addition, three students who were characteristic of the three types of…

A descriptive study determined whether reading aloud to young children promoted literacy and enhanced their desire to read. Subjects, 20 second-grade children (aged 6 to 7 years) in Avenel, New Jersey, were exposed to read-aloud sessions on a daily basis for a 6-week period. During each week, a specific genre of books was read aloud daily. At the…

Bibliotherapy can change children's attitudes toward reading and can help children solve the developmental problems they face. Research suggests that there is a significant correlation between self-concept and reading achievement. The middle school teacher must be aware of the correlation and use a variety of materials and techniques to develop…

Argues that reading of just any kind is not enough to stave off the effects of television. Contends that the reading must involve quality books, rather than mass-marketed, instantly gratifying books geared to the lowest common denominator. (JK)

Recommends Louis L'Amour's books to adolescents on the basis that the books will motivate them to read more, expose them to a strong advocate of the value of education, and stimulate interest in the classical literature referenced in L'Amour's works. (SRT)

In this study it was hypothesized that if a young reader repeatedly chooses a serial book for pleasure reading, then appreciation and ability to choose and recognize quality works will diminish. Four sixth-grade English classes recorded their independent reading choices for five months. Those who habitually read series books were chosen for the…

A children's book editor explains how manuscripts are evaluated. The "best" fiction must be a product of an author's deep insight and exhibit fine writing style, creative and far-reaching vision, and story-telling ability, while blending the reality of today with a bit of the possible tomorrow. (PP)

Identifies easily recognized and popular books possessing "biblio-power" (invisible influences) that might be used to develop positive attitudes and values about reading and writing. (HOD)

Offers reasons why popular literature, such as the work of Judy Blume, and the literary "classics" do not keep adolescents interested in literature and reading. Suggests several authors and books that are especially suited to the reading needs of young adults. (RL)